What others say
Description
2 Sets of Volume Task Cards
(46 Cards Total)
Set # 1--Focuses on pictorial models of rectangular prisms built with cubes.
Set # 2--Focus is more on problem solving with volume.
Recording Sheet and Answer Key are Provided
5th Grade Math Standards Addressing Volume
CCSS.Math.Content.5.MD.C.3
Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
CCSS.Math.Content.5.MD.C.3a
A cube with side length 1 unit, called a βunit cube,β is said to have βone cubic unitβ of volume, and can be used to measure volume.
CCSS.Math.Content.5.MD.C.3b
A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
CCSS.Math.Content.5.MD.C.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
CCSS.Math.Content.5.MD.C.5
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
CCSS.Math.Content.5.MD.C.5a
Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
CCSS.Math.Content.5.MD.C.5b
Apply the formulas V = l Γ w Γ h and V = b Γ h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
CCSS.Math.Content.5.MD.C.5c
Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
Revised Texas TEKS 5.4 Algebraic reasoning.
The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
(G) use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh); and
(H) represent and solve problems related to perimeter and/or area and related to volume.
Revised Texas TEK 5.6 Geometry and measurement.
The student applies mathematical process standards to understand, recognize, and quantify volume. The student is expected to:
(A) recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible; and
(B) determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base.
Highlights
What others say
Description
2 Sets of Volume Task Cards
(46 Cards Total)
Set # 1--Focuses on pictorial models of rectangular prisms built with cubes.
Set # 2--Focus is more on problem solving with volume.
Recording Sheet and Answer Key are Provided
5th Grade Math Standards Addressing Volume
CCSS.Math.Content.5.MD.C.3
Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
CCSS.Math.Content.5.MD.C.3a
A cube with side length 1 unit, called a βunit cube,β is said to have βone cubic unitβ of volume, and can be used to measure volume.
CCSS.Math.Content.5.MD.C.3b
A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
CCSS.Math.Content.5.MD.C.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
CCSS.Math.Content.5.MD.C.5
Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
CCSS.Math.Content.5.MD.C.5a
Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
CCSS.Math.Content.5.MD.C.5b
Apply the formulas V = l Γ w Γ h and V = b Γ h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
CCSS.Math.Content.5.MD.C.5c
Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
Revised Texas TEKS 5.4 Algebraic reasoning.
The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:
(G) use concrete objects and pictorial models to develop the formulas for the volume of a rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and V = Bh); and
(H) represent and solve problems related to perimeter and/or area and related to volume.
Revised Texas TEK 5.6 Geometry and measurement.
The student applies mathematical process standards to understand, recognize, and quantify volume. The student is expected to:
(A) recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible; and
(B) determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of unit cubes in the area of the base.
